ࡱ>      *bjbjWW "559"H> > 4h4 ^"666jjj;^=^=^=^=^=^=^$|a.dTa^jja^664v^}}}66;^};^}}W,]6`{CvY4'^^0^Zd%dh]d] j~} Yjjja^a^jjj^djjjjjjjjj> ^: Project Overview Name of Project:Creating Caring CommunitiesDuration: 3-4 WeeksSubject/Course: Social StudiesTeacher(s): Hoke, Melissa Pickard, Ryan, Saile,Grade Level: 1st Other subject areas to be included, if any:ELA, Writing, Identifying Standards to be AssessedProject Idea: Summary of the issue, challenge, investigation, scenario, or problem:1st graders will provide the kindergartener of Tully Elementary a How-To book that focuses on how to be a good community member. The book will focus on: school routines, spaces, citizenship. Driving Question: Philosophical or Debatable Product-Oriented Role-OrientedHow can we as 1st grade community members create a how to book to help kindergarteners to be safe and caring in our school community?Guiding Questions:-What does a good community member look like and sound like? -What is community? -What are responsible citizen traits? -Why are manners important? -Why do we have rules and routines? What rules are important for our school community? -Are rules and routines the same everywhere?CCLS to be taught and assessed:RL: 1.Ask and answer questions about key details in a text. 2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. CCSS.ELA-Literacy. 7. Use illustrations and details in a story to describe its characters, setting, or events. 1.11. Make connections between self, text, and the world around them (text, media, social interaction). RI: 1. Ask and answer questions about key details in a text. 2. Identify the main topic and retell key details of a text. 4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. 7. Use the illustrations and details in a text to describe its key ideas. Writing: 6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. 7. Participate in shared research and writing projects (e.g., explore a number of how-to books on a given topic and use them to write a sequence of instructions). 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. SL: 1.Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b.Build on others talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion. d. Seek to understand and communicate with individuals from different cultural backgrounds. 2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.Additional Standards to be taught and assessed:New CC-SS Standards: Individual Development and Cultural Identity Supporting Pre-requisite Standard: 1.1 Language, beliefs, customs, and traditions help shape the identity and culture of a family and a community. 1.1a Families are a basic unit of all societies and different people define family differently. -Students will listen to stories about different families and will identify characteristics that are the same and different. 1.1b People and families of diverse racial, religious, national, and ethnic groups share their beliefs, customs, and traditions to create a multicultural community. -Students will identify traditions that are associated with their families and tell why the tradition is important. 1.1c Awareness of Americas rich diversity fosters intercultural understanding. - Students will compare the cultural similarities and differences for various ethnic and cultural groups found in New York State. 1.4 People create governments in order to create peace and establish order. Laws are created to protect the rights and define the responsibilities of individuals and groups. 1.4a Rules and laws are developed to protect peoples rights and the safety and welfare of the community. -Students will discuss the difference between rules and laws and determine why school rules were developed and what the consequences are of not following the rules. 1.3 A citizen is a member of a community or group. Students are citizens of their local and global communities. 1.3a An engaged and active citizen participates in the activities of the group or community and makes positive contributions. -Students will participate in group activities and contribute to the work of the group. 1.3b Traits of a responsible citizen include respecting others, behaving honestly, helping others, obeying rules and laws, being informed, and sharing needed resources. -Students will explain the traits of a responsible citizen and model actions of responsible citizens. 1.3c As global citizens, we are connected to people and cultures beyond our own community and nation, and we have a shared responsibility to protect and respect our world. -Students will discuss ways that they can protect and respect our world and its people. Identify Learning Targets and/or I can statement-I can tell what a good citizen looks like and sounds like. -I can read or listen to a story and tell what makes a good citizen. -I can work together with my classmates on a shared writing and illustrated project. -I can model and show the things I learn and teach. Academic Vocabulary:Community, citizen(ship), rules, routines, safety, respect, responsibility, manners, kindness 21st Century Competencies to be taught and assessed:Collaboration: Book PageXCreativity & Innovation:Communication (Oral Presentations): Peer CritiqueXOtherCritical Thinking: Presentation Audience: Major Products & PerformancesGroup:-1st How To Book for K -Teams pages for the bookClass:School: KXCommunity:Individual:-Group discussions -Self-Assessments on skills -Chart Guy???Experts:Web:Other:Project Overview Entry event to launch inquiry, engage students: Assessments Formative Assessments (During Project)Quizzes/TestsPractice PresentationsJournal/Learning LogNotesPreliminary Plans/Outlines/PrototypesChecklistsRough DraftsXConcept MapsOnline Tests/ExamsOther: Self Reflections (Social Skills)X Summative Assessments (End of Project) Written Product(s), with rubric: Book Page (See dropbox) XOther Product(s) or Performance(s), with rubric: Oral Presentation, with rubricPeer EvaluationMultiple Choice/Short Answer Test Self-Evaluation: Am I following rules?XEssay TestOther: Person w/ prompts AKA Chart GuyX.Resources NeededOn-site people, facilities:Help with software, captions, etc.Equipment/Software:StoryBird.com; iAuthor; Materials:Lucy Caulkin How To Unit of Study Kevin Henkes Author Study, Like Me, Chrysanthemum, Magnif. Me, Julius, Love Is a Family; The Family Book Classroom: Pete the Cat, No, David, Gilbert, Scavenger hunt Community: Tully Walk (This is the Way) Manners SeriesCommunity resources:Websites:Reflection Methods (Individual, Group, and/or Whole Class)Journal/Learning LogFocus GroupWhole-Class DiscussionXFishbowl DiscussionSurveyOther: Personal Skills ReflectionsX Project Teaching and Learning GuideProject:Major Product(s) and Presentation Student needs to completeKnowledge and Skills Needed by Students to successfully complete culminating products and performances, and do well on summative assessmentsScaffolding / Materials / Lessons to be Provided by the project teacher, other teachers, experts, mentors, community membersGroup PageResearch (  Illustration Study ( Digital Pictures ( Collaboration ( Informative Writing HOW TO ( Lucy Caulkin How To Unit of Study; Sentence starter, small group writing workhops (  ( ( ( ( ( ( ( (  PROJECT CALENDARproject: Time Frame:MONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAYPROJECT WEEK ONE  PROJECT WEEK TWO  PROJECT WEEK THREE  PROJECT CALENDARproject: Time Frame:MONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAYPROJECT WEEK FOUR  PROJECT WEEK FIVE  PROJECT WEEK SIX      PAGE  PAGE 1 2013 Buck Institute for Education #$?@JUVWfguvȻԞԅzlZK;Ԟh1ha5CJOJQJ^Jhy5CJOJQJ^JaJ#h Zdha5CJOJQJ^JaJh1ha5CJOJQJhy5CJOJQJh15CJOJQJh.ha5CJOJQJhy5CJOJQJaJh.ha5CJOJQJ^JhM5CJOJQJ^Jh Zdha5CJaJh Zdha5CJOJQJaJhxeKhaCJ#hxeKha;@FCJOJQJaJ$@Vqhhh $Ifgdakd$$Ifs9898  t 0@82H2+4V4 sasp ytU $$Ifa$gdaVWvpcZZ $Ifgda ( $Ifgd Zdkd$$IfsF +98 H! 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